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Understanding the Development of an Esl Teachers Classroom Practices

Thesis Info

Author

Naeem, Abid Ali

Department

Institute for Educational Development, Karachi

Program

MEd

Institute

Aga Khan University

Institute Type

Private

City

Karachi

Province

Sindh

Country

Pakistan

Thesis Completing Year

2004

Thesis Completion Status

Completed

Subject

Education

Language

English

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676728009342

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The purpose of the study was to understand the classroom practices and development of Zeba, an ESL teacher. To explore her ideas, I used narrative inquiry. Narrative inquiry enables teachers not only to make sense of their professional worlds, but also to make significant and worthwhile changes within themselves and their teaching practices (Johnson & Golombek, 2002). One teacher was involved in the study. The data was collected through interviews, classroom observations and available documents. The research findings revealed that the teacher's past experiences influence her classroom practices. The teacher spent a sufficient amount of time in apprenticeship of observation, which influenced her beliefs. She follows those techniques, which her teachers used when she was a student. Secondly, the supportive context of the school in which she works enabled her to develop her classroom practices. Zeba actually learned to teach on-the-job. This experiential learning helped her in her development in her classroom practices. However, mentoring, self-directed learning through reflection writing and other formal and informal courses, like workshops, reshaped her beliefs about teaching and learning.
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